Experimentação no ensino de química na educação básica

• Ano de defesa: 2019
• Autor(a) principal: Gonçalves, Raquel Pereira Neves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa; UNIPAMPA; Mestrado Profissional em Ensino de Ciências; Brasil; Campus Bagé
• Palavras-chave em Português: Experimentação; Ensino de ciências da natureza; Educação básica; Experimentation; Natural sciences; Basic education; CNPQ::CIENCIAS EXATAS E DA TERRA
• Link de acesso: http://dspace.unipampa.edu.br:8080/jspui/handle/riu/4654

In this Master's thesis a qualitative research was carried out with the objective of investigating how the students construct scientific knowledge using the methodology of Experimentation in the Chemistry Teaching and to analyze the potentialities and limitations of this methodological strategy in High School. In this context, it was considered as the central question of this research: "How can the methodology of Experimentation in Chemistry Teaching contribute to the construction of scientific knowledge?" In order to reach the objectives in view of the breadth of the research theme, we tried to triangulate references. The survey of the epistemological aspect was based on the theory of Gaston Bachelard, since in his works there is the concern not only to do Sciences, but to rethink the practices of Teaching. In the pedagogical field, several authors, such as Laburú, Azevedo, Galiazzi, Hodson, Oliveira among others, were approached with the objective to work the potentialities and limitations of the Experimentation Methodology in Chemistry Teaching. The intervention for this investigation was carried out in a Public School of Basic Education, located in the municipality of Vila Nova do Sul/RS, with students of the first year of High School. This work was developed in four stages. In the first stage, a literature review was carried out with the objective of mapping what was published about the theme. For the articles selection, were used the publications of the Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) of 2011, 2013, 2015 and 2017. The second stage was to group the articles into categories of analysis, after the readings emerged four categories, which are: (i) Investigative Experimentation; (ii) Review of Literature on Experimentation; (iii) Experimentation in the Initial and Continued Teachers Formation ; (iv) Experimentation in Chemistry Teaching from Specific Subjects. The third stage was to elaborate blocks of experiments involving Chemistry contents and to apply in the first semester of 2018, and in the fourth and last stage, the analysis of the application of the experiments was carried out, to verify if the objective of the work was actually reached. As a final product, experiments were developed that will be made available in an e-book, so that other teachers can apply in their classes. As a result of this research it is pointed out that during the implementation of the methodology it was noticed a growth of some students regarding the participation in the classes of Chemistry and the interest in teaching and learning. It is noted that students became more independent as they performed the experiments, with frequent questions during the class, while making important decisions in the development of the experiments.